How can conceptual change contribute to theory and practice in science education?
In this chapter, we review the literature about teaching science for conceptual change. First, we discuss a range of theoretical perspectives giving rise to different notions of conceptual change and illustrate how researchers have conceptualised teaching and learning science from these different pe...
| Main Authors: | , |
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| Other Authors: | |
| Format: | Book Chapter |
| Published: |
Springer
2012
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| Online Access: | http://hdl.handle.net/20.500.11937/10557 |
| _version_ | 1848747565480148992 |
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| author | Duit, R. Treagust, David |
| author2 | Barry Fraser |
| author_facet | Barry Fraser Duit, R. Treagust, David |
| author_sort | Duit, R. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | In this chapter, we review the literature about teaching science for conceptual change. First, we discuss a range of theoretical perspectives giving rise to different notions of conceptual change and illustrate how researchers have conceptualised teaching and learning science from these different perspectives. Second, we report studies of conceptual change teaching and learning approaches and examine the degree of success of these interventions. Third, we suggest ways that conceptual change research involving science domains can be improved. |
| first_indexed | 2025-11-14T06:51:10Z |
| format | Book Chapter |
| id | curtin-20.500.11937-10557 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T06:51:10Z |
| publishDate | 2012 |
| publisher | Springer |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-105572023-02-02T07:57:37Z How can conceptual change contribute to theory and practice in science education? Duit, R. Treagust, David Barry Fraser Kenneth Tobin Campbell McRobbie In this chapter, we review the literature about teaching science for conceptual change. First, we discuss a range of theoretical perspectives giving rise to different notions of conceptual change and illustrate how researchers have conceptualised teaching and learning science from these different perspectives. Second, we report studies of conceptual change teaching and learning approaches and examine the degree of success of these interventions. Third, we suggest ways that conceptual change research involving science domains can be improved. 2012 Book Chapter http://hdl.handle.net/20.500.11937/10557 10.1007/978-1-4020-9041-7_9 Springer restricted |
| spellingShingle | Duit, R. Treagust, David How can conceptual change contribute to theory and practice in science education? |
| title | How can conceptual change contribute to theory and practice in science education? |
| title_full | How can conceptual change contribute to theory and practice in science education? |
| title_fullStr | How can conceptual change contribute to theory and practice in science education? |
| title_full_unstemmed | How can conceptual change contribute to theory and practice in science education? |
| title_short | How can conceptual change contribute to theory and practice in science education? |
| title_sort | how can conceptual change contribute to theory and practice in science education? |
| url | http://hdl.handle.net/20.500.11937/10557 |